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Rick Arrowood, J.D. Eva Kampits, Ph.D.
10 Ways Not to Engage International Students in Online or Blended Classrooms
The Expanding Landscape of COIL Practitioners, Networks, and Hubs: What’s Next? 7th Annual COIL Conference Center for Collaborative Online International Learning @ the SUNY Global Center New York, New York March 19 - March 20, 2015
Northeastern University, Boston, MA USA
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Graduate Online Courses Engagement Survey
Arrowood & Kampits, 2015
Version 2.0 graduate online student survey
50 Questions + open-ended responses
Open Survey Link:
https://www.surveymonkey.com/s/ArrowoodKampits
(Version 1.0: Goldilocks Goes Global: Setting the stage for ‘good, better, or just right’,
Arrowood/Kampits/Gregory-Mina, 2014, presented at COIL 2014 and later published)
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Engagement
Course Duration
& Student Interaction
Instructor Participation,
Feedback, Fostering Diversity
& Seeking Inclusion
Course Design,
Content, & Delivery
Technology
Support
Direct Engagement Indirect Engagement
Direct Engagement Opportunities
Indirect Engagement
Content (robust and diverse learning options, e.g., visual-spatial [seeing], auditory-sequential [hearing], and kinesthetic [doing] )
Asynchronous lectures
Group work (forming, purpose of group activity, teach student peer review, etc.)
Reading, reporting, reviewing
Discussions (validating, commenting, re-framing response/s, increasing involvement by passive students, etc.)
Grading using a rubric
Feedback (voice, video, or live sessions to provide feedback)
Refer to syllabus or rubric
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Engagement Satisfaction Tiers
Pre-course Check (course content, links, design, etc.)
First impressions
Provide Bio, visual bio, video welcome
Communications (tone & quantity)
Annotate photo Roster
Express your values
Be clear on expectations
Seek learning goals
Provide timely feedback
Convey respect
Recognize
Reward
Validate learning
“Get to Know” your students
Model and monitor
Be welcoming
Circulate cultural information
Student stories
Social inclusion
Provide open-discussions
Encourage student peer feedback
Share student repository
Social Presence
Relationships
Community
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48% Traditional Course Engagement Satisfaction
30.7% Blended Course Engagement Satisfaction
20% Online Course Engagement Satisfaction
2015 Survey Findings:
Very Satisfied By Course Delivery Type
Cultural Engagement Considerations
(Asian/Chinese)
– seeks harmony in relationships
– avoids conflict & confrontation
– takes advantage of group identity
– considers the challenging of instructors as impolite
– worries about proper use of English
– avoids self-promotion
– Non-Chinese student sensitivities to being grouped as all Asian from China
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Group Engagement Task
• Select a single letter (E, N, G, A, G, E, M, E, N, T)
• Introduce yourself to your team
• 3-4 people per letter
• Write ways you’ve learned “to engage” and “not to engage” international students in online or blended classes
• Summarize and present results
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Group Results
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TO ENGAGE NOT TO ENGAGE
e.g., e.g.,
Produce a visual (and voice) bio with links to your social media
Post your bio
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TO ENGAGE NOT TO ENGAGE
Be “present and practice presence” and “get to know” your students
Review student activity
Be culturally aware and sensitive Mandate engagement
Immerse students in discussions, e.g., organic, scenario-based, interactive, etc.
Simply ask for rote text book responses
Provide individualized feedback Automated feedback
Offer action and movement: voice/video in online lectures, literally “flip” the classroom
Solely provide (and read from) PPT
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TO ENGAGE NOT TO ENGAGE
Use interactive technology and social media (Voice Threads, YouTube, Facebook, etc.)
Don’t try unfamiliar and optional course design features
Produce a visual (and voice) Bio with links to your social media
Post your bio
Offer multiple live “schedule me” sessions
Tell student’s to contact you if needed
Set guidelines and expectations often and early (but remain flexible, especially with adult learners and first-time technology users)
Strict adherence to syllabus and assignment schedule
Keep a journal of technical issues Refer students to tech support
Suggested Reading
• Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136.
• 2015 Survey: 236 Participants (65% respondents between the ages of 18 and 29; 35% over the age of 30; 70% Male and 30% Female; and 53% Asian, 15% Hispanic/Latino; and 32% White or Caucasian)
• Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning: http://www.irrodl.org/index.php/irrodl/article/view/605/1264\
• New Benchmarks in Higher Education: Student Engagement in Online Learning
• http://www.tandfonline.com/doi/pdf/10.3200/JOEB.84.2.101-109
• The Role of Students' Cognitive Engagement in Online Learning:http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde2001_3#.VQGNcmTF9fg
• The Cultural Detective, www.culturaldetective.com
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Rick Arrowood ([email protected])
Eva Kampits ([email protected])
© 2015. This presentation is copyright protected. Use of any of the foregoing material requires consent. Please contact one of the presenters above for consent. The Arrowood & Kampits Graduate Online Survey is open source.
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